Dear Spanish students,
This message contains the information we didn't have time for on Friday. It is all very relevant
to your test on Monday. Here, you will find:
help with Friday's homework
instruction on errors many of you have been making
advice on strategies for acing Monday's test
Please let me know if you have any further questions. And have a great weekend!
Sincerely,
Profesora
Actividad 18 en la página 137
Several students were confused by Actividad 18. I hope our in-class discussion of Section F on the exam
helped to clarify how to do this type of activity. Here are the answers to Actividad 18:
1. ¿Cómo es el inglés?
2. ¿Cuándo tienen el receso Paco y sus amigos?
3. ¿Cuál de las clases es divertida?
4. ¿Dónde está Ana?
5. ¿Qué compra Margarita?
6. ¿Quién descansa?
7. ¿Cuándo estudias?
8. ¿Qué tiene Rita?
9. ¿Cuál de los libros es interesante?
10. ¿Qué es?
Errors that I’m seeing on your in-class work
1. Telling time
a. To answer “¿Qué hora es?” use “Son las (e.g. doce).”
i. Translation = “It is (e.g. twelve o’clock). ”
ii. Use “Es la _____” ONLY for la una (when it’s one o’clock)!
iii. Examples: ¿Qué hora es?
1. Son las ocho y veinticinco.
2. Es la una menos cuarto.
b. To say when something happens, use “a las (e.g. ocho).”
i. Translation = “at (e.g. eight o’clock).
ii. Examples
1. ¿A qué hora tienes la clase de inglés?
Tengo inglés a las nueve y tres de la mañana.
2. ¿A qué hora es la clase de arte?
Es a la una y uno de la tarde.
2. Saying which days you do something
a. To communicate that an activity happens every week on a particular day, say “los” in front
of the name of the day and add “s”
i. Examples
1. Nuestra profesora estudia la meditación los martes. (no need to add an “s”)
2. Me gusta cocinar los sábados.
b. To speak of something happening on one specific day, say “el” before the name of the day
i. Example: ¿Quieres surfear el viernes? (Translation = “Do you want to surf this
Friday?)
Other recommendations about the exam
1. Be ready to use ir and estar in sentences, changing the endings depending on the subject pronouns.
It might be a good idea to write your T-charts of the conjugations for ir and estar on your exam as
soon as you get it.
2. Before you answer a question on the exam, consider which skills I’m testing in that section of the
exam. Be sure your answer shows that you have those skills.
a. Section D = Did you learn the chapter vocabulary? 10 points.
b. Section E = Can you use location vocabulary and can you conjugate estar?
i. Hint: Refer to each sentence in this section to determine who the subject is, and
then conjugate estar for that person. 10 points.
c. Section F = Can you write questions correctly? It also tests whether you understand the
meaning of each sentence. 15 points.
d. Section G = Can you conjugate ir? Can you write about destinations (using a) and the time
an event happens? Write out the time in words. 15 points
e. Section H = Can you apply the skills of this chapter to your own life by writing about your
schedule? Use the chapter vocabulary about time and activities. And don’t forget to propose
a plan to get together with your friends. Your score will be based on the rubric. 15 points.
f. Section I = This will be in writing, not spoken. Answer Questions 1-5 based on the schedule
that you can see in the table. For example, you can learn from the first row of the table that
at 8:10 Rogelio has English in room 10 with Señorita Sáenz. 15 points.
Good luck!